O trabalho do professor alfabetizador diante da heterogeneidade de aprendizagem em sala de aula

Abstract

This present research presents a discussion about the practice of a literacy teacher in view of the heterogeneity of students' learning in the literacy process. We sought to understand the practices and didactic strategies used in the classroom to try to guarantee the progression of learning for all the students. Therefore, we had as objectives with this work: To characterize the didactic situations adopted by a teacher in the task of literacy; Check whether or not there is a work with learning heterogeneity. This work was carried out in ten consecutive full-time classes in November 2017. Our research focus was a class of the 2nd year of the Initial Years of Elementary School (literacy cycle), in a Public School of the Municipality of Garanhuns. In the data collection, we used as instrument, the observations of ten classes and semi-structured interview. The results showed that the work of the teacher, circulated in most of the classes, in the teaching of the Portuguese Language and with the predominance of activities on the Alphabetic notation system. During the classes were worked out didactic strategies like, work in groups, individual works and works in doubles among the students. We conclude that the attendance to the diversity of learning in the classroom is extremely necessary for the progression of students' learning in the period of literacy. Likewise, continuing education is essential for teachers to increase new classroom methodologies for student literacy progression.